Behavior Coach TOSA - Special Education

Position Type:
Certified/Licensed Special Education/Behavior Coach SpEd

Date Posted:
10/8/2024

Location:
Structured Skills Center (SSC)

Date Available:
10/21/2024
Posting Date: October 8, 2024
Start Date: October 21, 2024

Behavior Coach TOSA - Special Education
Student Support Services Office
154 Contract days, Probationary Contract
1. 0 FTE

Application Deadline: Open Until Filled. Apply through gbsdjobs. com

Qualifications: Appropriate State of Oregon License and current First Aid Card.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

POSITION SUMMARY: The "Behavior Coach - TOSA" will work with schools, Special Education Directors and the Executive Director of Student Support Services to: Provide behavioral support, assistance and guidance to schools using a coaching model; Plan and facilitate staff development in the area of behavior interventions, instructional strategies to address behavioral issues, restorative practices and Mandt system; Facilitate Functional Behavior Assessments for high needs students and assist in the development of Behavior Intervention Plans to support high needs students in Gresham- Barlow School District; Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs); Facilitate collaborative support teams as needed in schools; and carry out annual evaluations of out-of-district placement settings.

MINIMUM QUALIFICATIONSEducation, Training, Experience, Licensure and Certification

• License and evidence of insurability
• Criminal Justice Fingerprint Clearance

• A minimum of three years of experience working with students with disabilities in Oregon
• Knowledge of Special Education and Americans with Disabilities law
• Effective and demonstrated skills in:
  • Communication, both written and oral
  • Conflict resolution
  • Interpersonal skills with individuals, teams and groups (student, parent, educator, specialist, administrator and support staff)
  • Working collaboratively with various groups within the school and in the community
  • Coaching and training adult learners individually and in small and large groups
  • Providing curriculum and instructional strategy consultation regarding student behavior
  • Time management
  • Problem-solving and creative development of solutions
  • Planning and facilitating meetings
  • Gaining consensus in groups and among diverse audiences

• Be an expert and coach in student behaviors in the school setting;
• Develop, implement and train on effective strategies and the development of positive behavioral intervention plans, Mandt system, Functional Behavioral Assessments and Behavior Intervention Plans;
• Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs),
• Plan and provide training to educational assistants in regards to behavioral interventions and strategies, restorative practices and Mandt system;
• Design, plan, coordinate and provide staff development opportunities for licensed and classified staff on meeting needs of students with behavioral needs;
• Work with schools on students transferring back from more restrictive behavioral and mental health placements and students who move into the district with serious behavioral needs;
• Participate on department leadership, coaching and/or professional development teams;
• Observe students in various settings to determine student needs;
• Assist in the annual evaluation of out-of-district placements for the purpose of recommending placement options;
• Perform other duties as assigned by the Director of Special Education and Executive Director of Student Support Services.
• Prompt and regular attendance.

• Ability to:

• Sit, stand or walk for prolonged periods of time
• Talk and hear conversations
• Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
• Reach for and handle objects
• Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus

• Regularly focus on a computer screen
• Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

• Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
• Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
• Dress in a professional and appropriate manner for the assignment and the work setting

• Exercising prudent judgment

• Work independently in the performance of routine duties
• Follow all District policies and work procedures
• Utilize the District's electronics systems and applications only for purposes related to the position
• Participate in required meetings and trainings related to the position
• Cultivate and model a respectful working and learning environment